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Materials

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Main Aims

  • To provide detailed and scan reading practice in the context of Food Scares.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of Food Scares.
  • To provide review and practice of vocabulary in the context of Food Scares.

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students.

Ask students to discuss the questions given on the page 91 with a person sitting next to them. Give them 5 min to discuss the question. Monitor and give some hints if need be.

Pre-Teaching Vocabulary. (15-18 minutes) • To prepare students for the text and make it accessible.

Ask students to match the following words :Additive , Conventional , Fertilizer , Flavour , Pesticide , Insecticide , Organic with their corresponding images. Set a time limit of 5 min. SS work in pairs check answers as a whole class. Ask SS to match the words with synonyms and opposites, Set a time limit of 5-6 min. SS work individually. Ask ss to compare their answers in pairs before checking it as a whole class. Ask students to quickly choose 3 out of the 6 words below and make a simple sentence with each of the 3 words you picked. Food ,Harm , Information , Difficult ,Concern , Modern.

While-Reading #1 (10-12 minutes) • To provide students with more challenging detailed and reading tasks.

Ask students to read the text again and to choose whether each of the sentence given is true or false ? Set a time limit 7min.Have students compare their answers in pairs before getting a whole class feedback. Ask for the justification of some answers.

While-Reading #2 (10-15 minutes) • To provide students with more challenging detailed reading task.

Ask students to read the text again and answer the questions in full sentences. Set a time limit of 4-5 min. For example : What is the reason that some people are against GM foods? Ask students first to discuss your answers to the questions below with your partner. Then write out of each of your answers in one or two sentences. For example :Do you think that GM foods are harmful to health? Give a reason.

Post-Reading. (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Have ss think and write answers to the questions on page 98 individually. Set a time limit of 5 min. Monitor and give support if need be. Have ss discuss the answers with the person sitting next to them.

Language Focus. (10-12 minutes) • To review and practice the target language (you will find that the plural nouns has not been used correctly. Underline the error and rewrite the sentence by using the correct noun.

Write a sentence with an error on the board and elicit correction from the learners. Underline the error the explanation and rewrite the correct nouns of the sentence. Ask student to look at the sentences given indicate that they will find error related to exact adjective in each sentence given. Ask students to compare their answers in pairs before getting whole class feedback.

Feedback/Error Correction (5-7 minutes) • To let the students reflect and to make them aware of the mistakes they made.

Write some common errors made during the post -reading stage. Elicit corrections. Ask ss to write 4 things they have learned during the lesson.

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